Haines, KMaurice-Takerei, L2022-11-032022-11-0320192019Journal of Learning Spaces, 8(2). Retrieved from http://libjournal.uncg.edu/jls/article/view/17832158-6195https://hdl.handle.net/10292/15591Institutions may invest heavily into building and equipping new learning teaching spaces with the intention of encouraging active and collaborative learning to occur. However, there may not be a concomitant shift in teachers’ existing pedagogical practices. This qualitative study examined the perspectives of thirty-two tertiary teachers across a range of disciplines at a single institution. The findings suggest that working in new collaborative learning spaces challenged many participants to make changes to their existing practices that moved them along a possible continuum to be more facilitative and learner-centered in their approach.This work is licensed under a Creative Commons Attribution 3.0 Unported License. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).Journal ArticleOpenAccess